cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
TEFLIN Journal: A publication on the teaching and learning of English
Published by Association of Teachers of English as a Foreign Language in Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
The Journal of International Commercial Law and Technology (JICLT) is a peer-reviewed free open-access scholarly journal dedicated to furthering the understanding of international commercial law and technology. It is published by the International Association of IT Lawyers (IAITL). The journal is a quarterly publication in online formats. By publishing on-line, a scholar’s research is made available more quickly and is available to those who do not have access to a well stocked research library. Submitted articles are reviewed anonymously and are subjected to a rigorous editorial process. The journal aims to stimulate research and become a major publication which will provide an opportunity for academics, practitioners and consultants from different backgrounds to discuss the significant legal developments in commercial law and diverse aspects of information technology. We invite authors to submit original manuscripts for consideration ranging from full articles to book reviews.
Arjuna Subject : -
Articles 7 Documents
 1 
Search results for , issue " Vol 22, No 1 (2011)" : 7 Documents clear
INDICATORS OF THE PRACTICE OF POWER IN LANGUAGE CLASSROOMS
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 1 (2011)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This paper attempts to reveal some strategies performed by teacher which indicate that s/he is exercising power in managing and con-ducting language teaching and learning process. Such power may be mani­fested in terms of the frequency of directives or of the holding of control over the interaction Process. Despite the fact that exercising power seems to impair justice, democracy, and humanity because it implies inequality, in a pedagogical context, especially in a language teaching and learning process, such a practice may still be beneficial and justifiable. Among the benefits of the exercise of power are enumerated by the end of the paper.
CRITICAL SUCCESS FACTORS IN ONLINE LANGUAGE LEARNING Alberth Alberth
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 1 (2011)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: With the proliferation of online courses nowadays, it is neces­sary to ask what defines the success of teaching and learning in these new learning environments exactly. This paper identifies and critically discusses a number of factors for successful implementation of online delivery, particularly as far as online language learning is concerned. These include student and teacher characteristics, instructional design, provision of support to instructors and students, technology, and lan­guage skills characteristics. I argue that these factors need to be care-fully considered when designing online language learning simply be-cause they could potentially impinge on students learning and learning experience in these new learning environments.
AVOIDING STEREOTYPING AND ENHANCING INTERCULTURAL UNDERSTANDING Alistair Welsh
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 1 (2011)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Anecdotally, language learners often struggle to acquire in­tercultural understanding. Teaching intercultural understanding presents significant challenges for language teachers. This article offers some in-sights into language learners intercultural understanding and strategies to help enhance intercultural understanding that seek to promote analyti­cal and critical thinking. The aim is to build on the principles of the emerging pedagogy of Intercultural Language Learning (1cLL). IcLL suggests there is a third place, where cultures overlap. IcLL acknowl­edges the importance of identifying with the other, whilst not denying the self. Intercultural competence requires sensitivity to difference, an ability to identify with others and to critically reflect on ones own cul­tural background.
A STUDY OF THE VALIDITY AND RELIABILITY OF SELF-ASSESSMENT Junaidi Mistar
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 1 (2011)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This study is to investigate whether self-assessment contains construct- irrelevant variances of gender and age, and whether self-assessment correlates with test scores. The data were collected from seventy-eight newly arrived international students at the English Lan­guage Center, Michigan State University, USA. Prior to class com­mencement, they were asked to self-assess their listening, speaking, and interactive skill. Then, a test of listening was administered; finally, they were assigned to perform task-based conversational activities.The statistical findings imply that, firstly, gender and age do not provide construct irrelevant variances to the validity of self-assessment and, se­condly, self-assessment produces reliable scores.
WEB-BASED AUDIO MATERIALS FOR EFL LISTENING CLASS Putu Suarcaya
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 1 (2011)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The present study aimed at finding out the response of learn­ers in an EFL Listening class to the use of web-based listening tasks and their academic achievement in the class. The subjects of the study were 22 university students. The method employed was mixed method. Data were collected using questionnaire and achievement tests. The results showed that 90.9% of the learners enjoyed and were interested in the on-line activity. The t-test analyses also showed that there was significant difference between the Means of scores of learners in the midterm test and final test on Listening 1 and Listening 2.
TEACHING GRAMMAR FOR ACTIVE USE: A FRAMEWORK FOR COMPARISON OF THREE INSTRUCTIONAL TECHNIQUES Sasan Baleghizadeh
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 1 (2011)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Teaching grammar in a way that enables students to use grammatical structures correctly in their active use has always been one of the intricate tasks for most practitioners. This study compared the ef­fectiveness of three instructional methods: games, dialogues practiced through role-play, and unfocused tasks for teaching grammar. Forty eight pre-intermediate female students participated in this study. The structures chosen were Conditional Sentence Type 2 and Wish structures for expressing present desires. A posttest was administered to assess the subjects productive knowledge of the grammatical patterns. The results showed that there were no significant differences in the performance of groups. In other words, all three methods were equally effective to boost students grammatical knowledge of the two structures.
JOHN KEATSS SENSUOUS IMAGERY IN"WHEN I HAVE FEARS THAT I MAY CEASE TO BE" Suryo Tri Saksono
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 1 (2011)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: When I have fears that I may cease to be, by John Keats, por­trays the poets fear of dying young and being unable to fulfill his ideal as a writer and loses his beloved. Based on the use of sensuous imagery, it is clear that visual image dominates the use of imagery and there are two major thought groups: 1) Keats expresses his fear of dying young (lines 1-12); he fears that he will not fulfill himself as a writer (lines 1-8) and that he will lose his beloved (lines 9-12); 2) Keats resolves his fears by asserting the unimportance of love and fame in the concluding two and a half lines.

Page 1 of 1 | Total Record : 7

 1 

Filter by Year

2011 2011


Reset
Filter By Issues
All Issue Vol 25, No 2 (2014) Vol 25, No 1 (2014) Vol 24, No 2 (2013) Vol 24, No 1 (2013) Vol 23, No 2 (2012) Vol 23, No 1 (2012) Vol 22, No 2 (2011) Vol 22, No 1 (2011) Vol 21, No 2 (2010) Vol 21, No 1 (2010) Vol 20, No 2 (2009) Vol 20, No 1 (2009) Vol 19, No 2 (2008) Vol 19, No 1 (2008) Vol 18, No 2 (2007) Vol 18, No 1 (2007) Vol 17, No 2 (2006) Vol 17, No 1 (2006) Vol 16, No 2 (2005) Vol 16, No 1 (2005) Vol 15, No 2 (2004) Vol 15, No 1 (2004) Vol 14, No 2 (2003) Vol 14, No 1 (2003) Vol 13, No 2 (2002) Vol 13, No 1 (2002) Vol 12, No 2 (2001) Vol 12, No 1 (2001) Vol 11, No 1 (2000) Vol 10, No 1 (1999) Vol 9, No 1 (1998) Vol 8, No 1 (1997) More Issue